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Viewing videos: Focus on child soldiers Print E-mail
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Student assessment

Ideas on how to assess student learning--ranging from observing small group work to posing essay questions --can be found at the end of each module and each teaching method. Read advice on assessment in the Methodology section.

For this workshop, more information is available in the teacher resource,  Module 2: Assessment and in the teaching methods related to this workshop, Flash Player is required to view slides; for the text version, see Using stories, photos, and videos, Writing and reflecting and Small groups.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TEACHER NOTE

Choose one of the extension activities to use as a tool to assess student learning. For example, for Children and gangs, in what ways do students apply their understanding of child soldiers to children and gangs?

Session 2

Step 3: Experience the classroom (30 minutes)

Watch Viewing videos: Preparation and discussion, parts 1 and 2 (Morocco, students aged 13-15) in order to see how a teacher prepares students for viewing a video on child soldiers by first examining what the needs of children might be.

  • Part 1: In preparation for viewing I don't want to go back, the teacher asks students to consider the following questions: What is a child? What are children's needs?
  • Part 2: Students focus on different characters in this story and, afterwards, describe their impressions of the impact of war on child soldiers and the role of the commander and other adults. Through discussion, the teacher helps students distinguish between 'voluntary' and 'forced' recruitment.

Teacher writes on the board

  1. Read the video transcript, "Viewing videos: Preparation and discussion, part 1 and part 2 " or download the PDF of the transcript (2 pages, 61 Kb).
  2. Reflect on these questions in your journal before viewing the video:
    • How does the teacher help his students understand what children need?
    • How is the discussion of the consequences of being a child soldier influenced by the preliminary examination of the question, "What is a child?"?
  3. videoView the video clips. When viewing the video, notice how students show their understanding of the needs of children.
  4. Discuss the following questions in pairs in your group, or think about them on your own:
    • When the students discussed the needs of children, was there anything that surprised you?
    • What would you have done differently as a teacher?
    • How do students demonstrate their understanding of the distinction between 'forced' and 'voluntary' recruitment and of the impact of each on children?

The video, Viewing videos: Preparation and discussion, shows a class discussing the needs of a child before watching the video about child soldiers. This next video shows students taking a stand on the issue of child soldiers after having seen the film: I don't want to go back.

Watch the video, Student presentations: If you could speak to the world (South Africa, students aged 16-18). In this video, the teacher gives students the opportunity to publicly express their views on the subject of child soldiers. The video shows the students reading their speeches.

Students reading presentation

  1. Read the video transcript, "Student presentations: If you could speak to the world" or download the PDF of the transcript  (2 pages, 104 Kb).
  2. videoView the video clip.
  3. Discuss the following questions in your group or think about them on your own:
    • What is your reaction to the students' presentations?
    • How would you build upon the activity? If you were the teacher, what would you do next? 

Step 4: Review what you have learned (5 minutes)

EHL Journal reflection

Note some ideas in response to one or more of the following questions:

  • What problems do you anticipate when it is your students' turn to explore the issue of child soldiers?
  • How did students in both groups (Morocco and South Africa) demonstrate that they understood the consequences for an individual of having once been a child soldier?
  • What methods might you use to assess your students' understanding of the experiences of child soldiers?

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